Tuesday, April 14, 2015

Call for Papers: The Future Scholar: Researching & Teaching the Frameworks for Writing & Information Literacy

CALL FOR PAPERS:
The Future Scholar: Researching & Teaching the Frameworks for Writing & Information Literacy
 
Framework documents are playing an increasingly important role in the higher education landscape. Two are of particular importance to those of us invested in rhetorical and information literacy in a digital world.
 
In the closing lines of its introduction, the forthcoming Framework for Information Literacy for Higher Education (hereafter ACRL Framework, http://acrl.ala.org/ilstandards/wp-content/uploads/2014/11/Framework-for-IL-for-HE-draft-3.pdf) from the Association of College and Research Libraries (ACRL) asserts it “opens the way” for librarians, faculty, and other stakeholders to redesign assignments, courses, and curricula for today’s students as well as “to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond.” TheACRL Framework includes the ACRL’s new definition of information literacy, six literacy “frames”—covering a wide “spectrum of abilities, practices, and habits of mind”—and a discussion of digital tools.
 
The Framework for Success in Postsecondary Writing (hereafter WPA Framework, http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf), a document developed collaboratively by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project and published in 2011, also considers, often in strikingly similar ways to the ACRL Framework, “the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success.” Whereas the WPA Framework focuses on writing and considers students at the point of entering college, the ACRL Framework focuses on information literacy in the overall undergraduate experience. However, the frames, habits, and skills they articulate are largely the same—ones where students identify, research, read, write, create, and recreate texts within a diverse, digital, and rapidly changing information-based global society.
 
These two framework documents—the ACRL Framework and the WPA Framework—taken together show that the thoughts of both postsecondary educators and librarians are coalescing around the habits and skills students need to be successful in a robust digital information economy. What continue to be missing, however, are robust practical and pedagogical discussions that help teachers, librarians, and others both individually and collaboratively put these ideas into practice—to build the houses, if you will, on these frames in ways that are specific to students of today and tomorrow.
 
Like the authors of the ACRL and WPA Frameworks, we, too, believe that “wider conversations” are needed, and this book, The Future Scholar: Researching & Teaching the Frameworks for Writing & Information Literacy, strives to open just such dialogue. Therefore, we seek essays to complete an edited collection that helps writing teachers and librarians, along with those in academic “support” services (e.g., writing centers), assessment offices, and accreditation agencies, better understand, meet, and evaluate the literacies articulated in the ACRL and WPA Frameworks. As part of this conversation, this book will work to legitimate writing center, instructional librarian, and other support services and link information literacy research and efforts to published standards.
 
To this end, we seek essays that provide answers to the following, as well as other, questions:
-          What do the particular abilities, habits, and practices of mind identified for reading, researching, and writing reveal about notions of literacy in a digital age? What priorities do they establish for us as writing teachers, faculty in English, English Education, and LIS, university administrators and college librarians, and citizens?
-          How do the ACRL Framework and the WPA Framework help us understand one another? What do we learn by viewing each through the lens of the other? How might they be put into conversation?
-          In what ways does your teaching—in the classroom, in the library, in the writing center, in the community—work to cultivate the desired abilities, habits, and practices of mind advanced by these framework documents?
-          What specific digital technologies allow for helping students achieve these abilities, habits, and practices of mind? In what ways have you used them? How might we use them? How could these tools be better?
We also encourage potential contributors to consider the Frameworks documents explicitly and directly, practical strategies for enacting and evaluating them, and ways in which new digital technologies (might) shape the Frameworks and these processes.  
 
Based on the success and positive reviews of our prior edited collections, The New Digital Scholar and The Next Digital Scholar, Information Today, Inc. has extended us a contract to publish this collection as part of the American Society for Information Science & Technology (ASIST) Monograph Series. The tentative timetable for publication is as follows:
June 1, 2015:                           Deadline for proposals
June 15, 2015:                         Responses to invitations
August 31, 2015:                    Chapter drafts due to book editors
October 15, 2015:                  Editor feedback to contributors
November 15, 2015:              Revised chapters due to book editors
December 30, 2015:               Completed manuscript to Information Today, Inc.
We realize this is a fairly tight timeline, but Information Today, Inc. is committed to publishing the text in a timely manner.
 
If you are interested in contributing to this collection, please send a 500-word abstract of your proposed essay by June 1, 2015 to Randall McClure atrandallmcclure@gmail.com and James P. Purdy at purdyj@duq.edu. Queries are welcome and thanks for your interest.

Tuesday, February 10, 2015

2015 Georgia International Conference on Information Literacy

It's time to submit proposals for the 2015 Georgia International Conference on Information Literacy. This year's keynote speaker will be Sharon Mader, Visiting Program Officer on Information Literacy for the Association of College and Research Libraries. She will discuss ACRL's new information literacy framework and her own efforts to build resources that will facilitate the use of the framework.


The deadline for submission of proposals is April 15, 2015. Act NOW. :)


http://academics.georgiasouthern.edu/ce/conferences/infolit/

Tuesday, December 02, 2014

Join the LILAC Group at CCCC 2015 in Tampa, FL

This year, members of the LILAC Group will be hosting a half-day, pre-conference workshop on Wednesday, March 18,  1:30-5pm, and a panel presentation on Thursday, March 19, 12:15-1:30pm.

We hope you will join us at one of these events if you are interested in learning more about the LILAC Project or in partnering with us, or, if you can't make it, email jwalker@georgiasouthern.edu for more information.



For more information, or to register for CCCC,  visit http://www.ncte.org/cccc/conv/.

Wednesday, October 01, 2014

LILAC Workshop at the Georgia International Conference on Information Literacy

Once again this year, the LILAC Project is hosting a post-conference workshop, free for all registered conference participants at the Georgia International Conference on Information Literacy at the Coastal Georgia Center in Savannah, GA. The workshop will run from 1-4 pm on Saturday, October 11, 2014.

In this workshop, participants will gain hands-on experience with the research-aloud protocol (RAP) video captures used as part of this study, followed by whole group discussion of how these videos and the LILAC findings can be used by teachers, librarians, and others. Workshop participants will also be invited to participate in the LILAC Project as partners.
WORKSHOP FACILITATORS: Kathy Albertson, Georgia Southern University; Susan Brown, Kennesaw State University; Susan Smith, Georgia Southern University; Janice R. Walker, Georgia Southern University; Leigh Ann Williams, Georgia Southern University

Wednesday, July 02, 2014

LILAC Presentation at Council of Writing Program Administrators (CWPA) Conference in Normal, IL

Janice Walker will be presenting "Report from the LILAC Project: Information Literacy as Critical Thinking" at the CWPA Conference hosted by The Illinois State University Writing Program, Normal, IL, Panel C8, 1:30-2:45pm, Friday, July 18, 2014.


We are also still seeking partner institutions/researchers to join us!


Invitation to Participate
The LILAC Project (Learning Information Literacy Across the Curriculum) invites institutions to join us as partners in an exciting multi-institutional study of students’ information-seeking behaviors.


LILAC subjects complete an online questionnaire gathering demographic data and information about their research training and skills, along with a 15-minute research session using a research-aloud protocol (RAP) that captures their voice narration and screen activities as they research a topic.
Join us! To learn more about the LILAC project or to discuss becoming a researcher, visit the LILAC blog at http://lilac-group.blogspot.com or contact Dr. Janice R. Walker at jwalker@georgiasouthern.edu.

Monday, May 05, 2014

2014 Graduate Research Network

Planning to attend the 2014 Computers and Writing Conference in Pullman, WA?  Don't forget to sign up to participate in the Graduate Research Network.  It's free for all registered conference attendees, and it's a wonderful opportunity to network, to get feedback on work or ideas at any stage of progress, and it's NOT just for graduate students.

Please join us.  Deadline for submissions is May 9.  Visit our Web site at http://www.gradresearchnetwork.org/ for more information.

Tuesday, April 29, 2014

Join the LILAC Project!

The LILAC Project is still seeking partner institutions to join us in this important research. Copies of our IRB application and letter of Approval, Call for Partner Institutions, Instructions for Partner Institutions, and other relevant materials are available at http://tinyurl.com/mkzzrbo, or contact jwalker@georgiasouthern.edu for more information.

What Is the LILAC Project?

The LILAC Project is a multi-institutional study of the information-seeking behaviors of students from a variety of levels and institution types. Our central research questions include:


  • Where and how have students been taught information-seeking skills?
  • What are students carrying away with them from this instruction?
  • How do students actually locate, identify, and evaluate information?
  • Where (and how) can instructors intervene to help students improve their information-seeking skiills, if necessary?
  • What differences and/or similarities can we identify in student information-literacy instruction at different institutions?
  • What strengths and weaknesses exist in student information-seeking skills at these different institutions?
  • What conclusions, if any, can we draw from these results?

Hypothesis

While students are receiving instruction in information literacy skills, including instruction in locating, evaluating, using, and citing information sources, much of this learning does not carry over with them beyond the confines of the specific assignment or classroom. This research will, we hope, help us to see where the disconnects might lie between what students have been taught and what they are actually doing, allowing us to determine how to best provide instruction at the point of need rather than divorced from the research and writing process itself.

Who Can Join Us?

Graduate students, faculty, librarians--anyone interested in helping us to collect survey and video data at your local institution. We will provide assistance as much as possible to navigate IRB approval, and provide simple instructions for collecting data.  See materials at at http://tinyurl.com/mkzzrbo, or contact jwalker@georgiasouthern.edu for more information.